Ontario Teachers' Manuals: LiteratureOntario. Department of Education
General
Ontario Teachers' Manuals: Literature
Ontario. Department of Education
Children -- Books and reading; Education; Literature -- Study and teaching; Reading (Elementary)
The speech containing this part of the argument
is as follows:
Therefore, Jew,
Though justice be thy plea, consider this,
That, in the course of justice, none of us
Should see salvation: We do pray for mercy;
And that same prayer doth teach us all to render
The deeds of mercy.
"We do pray for mercy", refers to the general
prayer of humanity for mercy. To have limited
its reference to the petition for mercy in the
Lord's Prayer would have weakened its force to
the Jew.
MORNING ON THE LIEVRE
(Fourth Reader, page 228)
ASSIGNMENT
1. The teacher should explain to the pupils that the Lievre River
(pronounced Lee-eh-vr) runs through a deep gorge in the height of land
on the Quebec side of the Ottawa River, into which it flows not far from
the Capital. In some places, the banks of the Lievre rise abruptly to a
great height; at others more gradually, the slope being covered with a
thick forest growth. As the river nears the Ottawa, the banks become
much lower. The scenery, whether viewed from the height above or from
the river below, is very beautiful.
2. The teacher should ask a few questions which can be answered easily
from the pupil's own reading of the poem, for example:
From what position does the author first view the scene? What things in
the scene appeal to each of the pupils as the most beautiful? Describe
the incident mentioned in the last stanza. State in a single sentence
the subject-matter of the whole poem.
TREATMENT
The pupils' answers to the questions given when the lesson was assigned
should be dealt with first.
Stanza I
What first attracts the author's attention as
he looks upward? What makes us feel how high up
the banks the mist extends? What part of the
mist appears most beautiful? Why? To what is it
compared? How does this comparison affect our
impression of (1) the colour of the mist; (2)
the height of the mist? Does the comparison
make the meaning clearer? Is the comparison
apt? Is it beautiful?
NOTE.--When a blacksmith cools the red-hot iron in a tub of water,
vapour rises to the roof of his shop. The blaze from his forge shining
on this mist produces the colours mentioned. The amethyst is a precious
stone, clear and translucent, with a colour inclining to purple. The
presence of coal dust or smoke in the vapour would help to produce the
colour of amethyst. The same effect would result, if some smoke or dust
were mingled with the mist where the sun's rays reach it at the top of
the gorge.
Public-domain text, read in full here on John Shaqi.
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